The lesson starts with a lead-in about summer holidays and there is a prediction task in the pre-listening stage. Then , students listen to a conversation about Jack and Millie's holiday experiences to practice listening for the general idea and listening for specific information. The lesson goes on with the oral practice of simple past tense and past simple tense. Finally, ss talk about their own holiday experiences in pairs.


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Abc Soars, L. & J.() New Headway Beginners Ss Bk ,OUP

Main Aims

  • To develop ss' ability to identify the main idea in a listening text and to practice listening for specific information.

Subsidiary Aims

  • To provide practice of the present simple and past simple tense in the context of holidays


Lead-in (3-5 minutes) • To activate ss' existing knowledge of the topic and to encourage ss to think about content of the text

*T greets the ss. *T shows the students a pair of sunglasses, sunscreen lotion, a book and a beach towel. *T asks students what are these and when do we use them. *T elicits summer holiday from students and asks them to talk about their summer holidays in pairs. *Teacher writes some questions on the board to help ss to speak Do you like summer holidays? Can you swim? Do you go to holiday in another season?

Pre-Listening (3-5 minutes) • To encourage ss to predict about content of the text

*T shows students the picture of Jack and Millie and asks -Where do you think they are? -Where do you think they are going? *T hangs three pictures on the board, one of them showing a villa in Italy, the other one showing people skiing and the last one showing Eiffel Tower in France, ask students to discuss in pairs, "We are going to listen these people talking about their holiday experiences, discuss in pairs to guess which photo belongs to their last holiday. You have one minute. " *T elicits the vocab stay in and go out with CCQs, CCQ; If I leave home to go to a party or cinema or restaurant, do I go out or stay in? If I spend my time inside the house, I ....................

While-Listening #1 Listening for gist (5-7 minutes) • To encourage ss to listen for general understanding and get an overview of the text

*T tells students "Listen to the dialogue and decide "Did Jack and Millie enjoy their last holiday?" Choose one of the options on the board -No, they didn't.Because it was cold. -Yes, they did but they missed their home. -Yes, they enjoyed their last holiday and had a great time. ICQs Are you going to listen to understand each word?(No) *Ss listen to the conversation. *T tells ss to discuss their answers in pairs. *Whole class feedback

While-Listening/ Listening for specific information (8-10 minutes) • To provide students practice listening for specific information

*Teacher gives an example about herself I usually go to Bodrum in summer / But last year I went to Çeşme *T divides the WB into two columns and write; They usually .................. / But last year they .................................. *T chests the HO and tells them "Listen to Jack and Millie talking about their last holidays again. Underline what they say. " ICQs, -How many options do you have ?(2) -Are you going to write or underline the answer? (Underline) *T makes an example *Ss listens to the conversation and underline the correct answers. *T changes partners and T tells students to check their answers in pairs, *Students come to WB and write the correct answer under right column *Whole class feedback

Language practice (10-15 minutes) • To provide controlled practice of the present simple and past simple tenses in the context of holidays

*T elicits the meaning and form on the board both for present simple and past simple on model sentences as a revision. *T models the pronunciation asks ss to repeat *T chests the HO *T tells ss to complete the sentences with past simple tense according to Jack and Millie's holiday. -You have five sentences. Complete the sentences with past simple tense in two minutes. ICQs How many sentences do you have?(5) Which tense are you going to use?(past simple ) How much time?( two minutes) *Ss complete the sentences *Pair check *Ss write the answers on the board. *T projects the speech bubbles on the board *T drills the questions and answers , models the pronunciation and asks students to repeat and reproduce correct sentence stress. *T elicits the questions and answers for the second prompt to make an example. *SS work in pairs to ask and answer the questions. *T monitors the students *Feedback on errors.

Post-listening (5-8 minutes) • To develop oral fluency by providing an opportunity to react to the text using target language

*T writes questions on WB to lead ss' dialogue Where did you go? Where did you eat? What did you do? Did you have a good time? *T shares her holiday experience answering the questions on WB . *T tells the students to discuss their last summer holidays by asking each other the questions on the board. *T asks ss to tell what they have learned about their partner's last summer holiday. *T monitors ss and takes notes about their errors. *Delayed error correction.

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